Impact of Professional Development on the Literacy Environments of Preschool Classrooms

Abstract

This longitudinal study examined the effects of a comprehensive professional development program on literacy environments of preschool classroom/teacher units. The Early Language & Literacy Classroom Observation Toolkit (ELLCO) was used to assess effects of treatment. Forty (40) classroom/teacher units, representing 14 preschool centers, participated in the study (treatment group n = 20; control group n = 20). The treatment group of classroom/teacher units received mentoring by early childhood specialists, professional development training, and literacy materials. The control group of classroom/teacher units received literacy materials. Both the treatment and control groups of classroom/teacher units received Read Together, Talk Together kits along with training in use of the kits. The ELLCO measure was administered twice each year in treatment and control classroom/teacher units by qualified teams of assessors, via a subcontract arrangement with a university. Educational researchers served as external evaluators for the study. The data were analyzed using multivariate repeated measures of analyses of variance. Statistically significant (p < .001) effects were found for Group, Time, and the Group by Time interactions. All associated multivariate partial eta-squares exceeded .60, indicating strong effects. Also, follow-up, univariate analyses of variance indicated that all Group, Time, and Group by Time interactions were statistically significant (p < .001), with associated univariate partial eta-squares ranging from .26 to .72. Group means across the six measurements indicated little or no gain in classroom literacy environment means for the control group of classroom/teacher units, but substantial gains were made in the means for the treatment group of classroom/teacher units over the same period of time.